Designing a Theoretical Framework for Sexual Ethics Curriculum: A Qualitative Research

Subject Areas : Research in Curriculum Planning

sousan Balali ¹ ( PhD Student in Educational Management, Faculty of Humanities, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran )
mahboubeh soleimanporomran ² ( Assistant Professor, Department of Educational Sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran )
roya afrasyabi ³ ( Assistant Professor, Department of Educational Sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran )
behrang esmaeeili shad ⁴ ( Assistant Professor, Department of Educational Sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran )

Received: 2021-05-04 Accepted : 2021-09-26 Published : 2021-08-23

Keywords: Adolescence, qualitative approach, Curriculum, Sexual Ethics, Secondary High School,

Abstract :

Sexual ethics has always been one of the concerns of parents, educators, researchers and educators, because if the healthy educational growth of individuals, the grounds for creating growth in society will be realized. Based on this, the present study was conducted with the aim of designing a model of sexual ethics curriculum for the second year of high school. Qualitative research design and in particular qualitative case study. The study area of this research was the theoretical foundations and views of experts, specialists and experts, managers and deputies and faculty members of the departments of educational sciences and ethics of Khorasan Razavi Free Universities. Based on purposive sampling method, individuals who had expertise, teaching and experience in this field and submitted papers were subjected to semi-structured interviews. The validity and reliability of the obtained information were measured and the curriculum model was extracted in the form of a network of suggested topics and elements related to the curriculum. The proposed model in the field of sexual ethics curriculum model in the second secondary school includes 4 factors: objectives, content, teaching-learning methods and evaluation methods..

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